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This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment. This module builds on earlier learning in the programme.

This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard.

This module will normally take the format of a placement in one or more GP Practices as well as group teaching. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.

This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand- alone modules, therefore this module should be recognised by students and teachers alike as part of the whole year and programme. The Primary Care and Long Term Conditions module in BM Year Three is studied along with 2 other clinical teaching modules in Surgery and Orthopaedics and General Medicine and Elderly Care and 2 Assessment Modules (Applied Knowledge and CPSA).

The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard.

This module will normally take the format of a placement in one or more GP Practices and group teaching on a Wednesday morning. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.

This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment.

The BM programmes are however highly contextualised and integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand- alone modules, therefore this module should be recognised by students and teachers alike as part of the whole year and programme. The Primary Care and Long Term Conditions module in BM Year Three is studied along with 2 other clinical teaching modules in Surgery and Orthopaedics and General Medicine and Elderly Care and 2 Assessment Modules (Applied Knowledge and CPSA).

The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard.

This module will normally take the format of a placement in one or more GP Practices and group teaching on a Wednesday morning. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will receive the same broad opportunities sufficient to achieve the learning outcomes of the module and it is expected that students will take responsibility for making the most of the opportunities provided and being pro-active in securing experiences in areas in which they feel they are weak and/or they have had least learning experiences.

This module provides the students with the opportunity to gain experience of history taking and clinical examination in the primary community care environment. This module builds on earlier learning in the programme.

This module focuses on the knowledge and understanding, practitioner and professional skills required of a newly qualified doctor in Primary Care, and the assessments within this module will focus on these areas. The BM programmes are integrated programmes in which the application of knowledge and understanding, clinical skills and professional practice applicable to medicine are learned through a range of modules none of which are stand alone modules and therefore this module should be recognised by teachers and students alike as part of the whole year and programme.

The emphasis of the assessments for each of the modules aligns with the focus of learning for that module, however the integrated nature of the course means that there will undoubtedly be overlap and aspects of the assessment in each module will draw upon learning from modules studied in earlier years as well as modules studied in that year. In addition, the BM Year Three assessment modules have been purposely designed to assess learning outcomes covered in any of modules within the programme. Further details will be provided on Blackboard.

This module will normally take the format of a placement in one or more GP Practices as well as group teaching. The timing will vary for different student groups and the teaching staff will vary for different practices and student groups. As is the nature of clinical placements, the exact learning experiences of each student will be variable however all students will have access to equivalent learning opportunities to achieve the learning outcomes. Students are expected to be pro-active in securing experiences in areas in order to achieve the programme learning outcomes unique to their needs.

This module provides you with a grounding in the skills needed to scope, plan, and develop innovative new medical technologies which address real-world healthcare needs and have the realistic potential to lead to a fully developed technology. The focus will be on the global health context, particularly focused on healthcare needs in low- middle-income countries (LMIC). Students will prepare for an overseas placement, spending time in the UK learning about global health systems, context, resources and challenges in relation to medical innovation.

During the last 5 weeks of the module, students will be immersed in a clinical placement in an LMIC. Three days per week students will gain experience and expertise of the in-country healthcare pathway from referral and admission to discharge and follow up within a clinical facility. One day per week students will spend time exploring local environments and communities, resources, and external organisations to understand the application of medical technology in the local context. One day per week there will be time for local seminars, consolidation of learning and peer-to-peer synthesis within each group as an opportunity to generate ideas for the development of medical technology that is based on unmet need and appropriate to a low resource setting.

This module provides you with a grounding in the skills needed to scope, plan, and develop innovative new medical technologies which address real-world healthcare needs and have the realistic potential to lead to a fully developed technology. The focus will be on the global health context, particularly focused on healthcare needs in low- middle-income countries (LMIC). Students will prepare for an overseas placement, spending time in the UK learning about global health systems, context, resources and challenges in relation to medical innovation.

During the last 5 weeks of the module, students will be immersed in a clinical placement in an LMIC. Three days per week students will gain experience and expertise of the in-country healthcare pathway from referral and admission to discharge and follow up within a clinical facility. One day per week students will spend time exploring local environments and communities, resources, and external organisations to understand the application of medical technology in the local context. One day per week there will be time for local seminars, consolidation of learning and peer-to-peer synthesis within each group as an opportunity to generate ideas for the development of medical technology that is based on unmet need and appropriate to a low resource setting.

This module provides a grounding in the skills needed to scope, plan, and develop innovative new medical technologies which address real-world healthcare needs and have the realistic potential to lead to a fully developed technology. Students will learn about healthcare challenges from a multi-sector stakeholder perspective including those of patients/end-users, clinicians, health service managers and others through an intensive four-week immersion in clinical practice with regular touchpoints for the rest of the semester. You will engage with healthcare teams to observe techniques and processes undertaken in the diagnosis, treatment, and ongoing care of patients in a designated field of healthcare. You will work together to identify healthcare needs which have the potential to improve processes and patient outcomes through enhancing medical technology.



At the outset of the module, students undergo an intensive grounding in core skills to prepare them for the clinical immersion phase. You attend clinical placements at University Hospitals Southampton for 3 days a week over 4 weeks to gain experience of a patient’s healthcare pathway from treatment to discharge in 4 different specialisms; each week will also include teaching sessions and our Friday synthesis – an opportunity to discuss your observations with the programme team and plan for the next week. The final part of the module will provide you with the opportunity to consolidate your learning, undertaking further group work and prepare your assessments.



The Project Context

The UK project is focused on the NHS. You will work with stakeholders, establishing needs and understanding care pathways. This includes points of access for patients through a primary care system (GPs) or emergency care (A&E) through secondary care in hospitals, and discharge into community care and integration with other support systems (social care services, voluntary sector services, etc.). You will explore the funding requirements of each part of the service in your project area, how decisions are made and how the service is reimbursed for its spending through the Department of Health & Social Care. This context is specific to the UK. The NHS is a highly complex and established service (over 70 years), where the UK population have free access to health and social care services and a certain expectation for timeliness and quality of the health service they receive.

This module provides a grounding in the skills needed to scope, plan, and develop innovative new medical technologies which address real-world healthcare needs and have the realistic potential to lead to a fully developed technology. Students will learn about healthcare challenges from a multi-sector stakeholder perspective including those of patients/end-users, clinicians, health service managers and others through an intensive four-week immersion in clinical practice with regular touchpoints for the rest of the semester. You will engage with healthcare teams to observe techniques and processes undertaken in the diagnosis, treatment, and ongoing care of patients in a designated field of healthcare. You will work together to identify healthcare needs which have the potential to improve processes and patient outcomes through enhancing medical technology.



At the outset of the module, students undergo an intensive grounding in core skills to prepare them for the clinical immersion phase. You attend clinical placements at University Hospitals Southampton for 3 days a week over 4 weeks to gain experience of a patient’s healthcare pathway from treatment to discharge in 4 different specialisms; each week will also include teaching sessions and our Friday synthesis – an opportunity to discuss your observations with the programme team and plan for the next week. The final part of the module will provide you with the opportunity to consolidate your learning, undertaking further group work and prepare your assessments.



The Project Context

The UK project is focused on the NHS. You will work with stakeholders, establishing needs and understanding care pathways. This includes points of access for patients through a primary care system (GPs) or emergency care (A&E) through secondary care in hospitals, and discharge into community care and integration with other support systems (social care services, voluntary sector services, etc.). You will explore the funding requirements of each part of the service in your project area, how decisions are made and how the service is reimbursed for its spending through the Department of Health & Social Care. This context is specific to the UK. The NHS is a highly complex and established service (over 70 years), where the UK population have free access to health and social care services and a certain expectation for timeliness and quality of the health service they receive.

Auditing and taxation are both essential elements of accounting. An appreciation of the two subjects is important not only for accountants but also for management. Auditing is a crucial element of financial reporting and corporate governance. Taxation implications must be considered during decision making processes.

Auditing and taxation are both essential elements of accounting. An appreciation of the two subjects is important not only for accountants but also for management. Auditing is a crucial element of financial reporting and corporate governance. Taxation implications must be considered during decision making processes.